THE JILLY BEAN™
READING PROGRAM © 2007, 2008, 2009
CHOOSING THE RIGHT LEVEL (parents):
IF THE STUDENT HAS NEVER LEARNED TO READ:
We suggest you start at the beginning of the program, using the Primer in the language of the learner. We have English, Spanish, Portuguese, Danish, Vietnamese, and Hebrew Primers. We are working on Korean now.
Pre-A.01 for English
Pre-A.02 for Spanish
Pre-A.03 for Portuguese
Pre-A.04 for Danish
Pre-A.05 for Vietnamese
Pre-A.06 for Hebrew
Pre-A.07 for Korean
IF THE STUDENT’S PRIMARY LANGUAGE IS NOT ENGLISH AND THE STUDENT IS TRYING TO LEARN TO SPEAK AND READ ENGLISH:
We suggest you start at the beginning of the program, using the Primer in the language of the learner. We have English, Spanish, Portuguese, Danish, Vietnamese, and Hebrew Primers. We are working on Korean now.
IF THE STUDENT IS USING THIS PROGRAM BECAUSE THEY HAVE LEARNED TO READ, BUT THEY ARE INEFFICIENT:
We suggest you start at level C.a
IF THE STUDENT IS “AT RISK” BECAUSE OF LEARNING DISABILITIES, ADHD (Attention Deficit Hyperactivity Disorder), OR SOME OTHER FACTOR THAT HAS CAUSED A FAILURE TO PROSPER:
We suggest you start at level B.a. Most reading failure is based on often undiagnosed auditory problems which cause the student to do poorly with phonics. Many bright students can cope with visual memory of words (identifying words as one would read Chinese ideographs) without the added aid provided by phonetic analysis through the Primary grades. The vocabulary multiplies then at a geometric rate. The visual memory (without mastery of phonics) is not adequate to allow rapid and efficient reading when so many new words must be memorized. Starting at the B.a level seems like it is a challenge that is too easy for the student. You can explain that the problem developed in the early grades when the approach to learning to read that was used was not the best one for this student, and this program corrects that early problem. We often tell the student that their brains got in the way. The student is bright enough to have coped without half the skills that are needed to read well, but eventually (often by fifth grade in a demanding school or Junior High in a less pressured environment) the task became too difficult without those crucial phonetic skills.
CHOOSING THE RIGHT LEVEL (teachers):
Teachers can select the level they want from the Scope and Sequence list with stock numbers.
